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School of Life and Medical Sciences Title of Programme: Master of Pharmacy (MPharm) Programme Code: HHMPHA

Programme Specification This Programme specification is relevant to students who entered the Programme on

or after September 2013 Associate Dean of School (Academic Quality Assurance): Philomena Shaughnessy

Signature

V1.9 / Master’s Programme Specification / April 2015 / AS © University of Hertfordshire 2014

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Programme Specification Master of Pharmacy (MPharm) This Programme specification (PS) is designed for prospective students, enrolled students, academic staff and potential employers. It provides a concise summary of the main features of the Programme and the intended learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the teaching, learning and assessment methods, learning outcomes and content for each module can be found in Definitive Module Documents (DMDs) and Module Guides.

Section 1 Awarding Institution/Body University of Hertfordshire Teaching Institution University of Hertfordshire University/partner campuses College Lane/DeHavilland Programme accredited by General Pharmaceutical Council Final Award Master All Final Award titles Pharmacy FHEQ level of award 7 UCAS code(s) B230 Language of Delivery English

A. Programme Rationale The primary aim of this Programme is to produce graduates who are equipped with the skills, knowledge and competencies to undertake preregistration training in preparation for registration with the General Pharmaceutical Council (GPhC). The Programme has been specifically designed to meet the GPhC Indicative Syllabus standards and the Quality Assurance Agency (QAA) Benchmark Statements for Pharmacy Programmes, as well as taking account of the QAA Framework for Higher Education Qualifications. The rationale is for a modern, innovative Programme, the Programme, is embedded with science which underpins medicines development and clinical practice. The Programme philosophy is to utilise a learner-centred approach that actively involves the student in their learning, thereby facilitating deep learning, providing students with the skills they will use in their professional life. The Programme is designed to enable graduates to be adaptable, manage and be responsive to change in healthcare provision and be able to work as part of a multidisciplinary team, again skills which will be needed in their professional career. It also encourages, from the outset, professionalism and continuing professional development. The acquisition of the core pharmacy knowledge and skills is facilitated through empowering students to be responsible for their learning preparing them for continual professional development. The Programme will enroll students who wish to qualify as pharmacists and ultimately register with the General Pharmaceutical Council, although exit strategies and awards are in place within the Programme (see section D). Registration with the GPhC provides registration as a practising professional. Pharmacists are experts on medicines. They work to the benefit of patients, doctors and other health professionals. Education to become a practising pharmacist takes a minimum of five years; at least four years at university followed by a year of practical training. A number of key competencies must be met, both within the undergraduate Programme and in the pre-registration year. The Programme develops the skills that will be required in order to meet the competencies required for registration, although some of these competencies may only be fully met during the pre-registration year, since they require demonstration of competence in professional practice. The pharmacy degree encompasses the following:

the pharmaceutical sciences associated with the discovery, design, formulation and development of medicines, as well as the clinical use of medicines. This includes alternative and complementary therapies;


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the physiology and underpinning biology and biochemistry of the ‘well body’;

how medicines work in the body from pharmacokinetic and pharmacodynamic approaches;

how the body reacts to medicines in terms of clinical and toxicological effects;

the processes that lead to disease, recognition of the symptoms, diagnosis associated with common illnesses and disease management;

the effective and safe use of medicines to treat and prevent disease;

the structure of health provision [i.e. in the UK, the National Health Service, (NHS)] and the legal, professional and ethical frameworks governing pharmacy and the supply and use of medicines;

communication with patients, fellow health professionals and the public; and

how to work effectively in the healthcare environment, including teamwork. Pharmacy is a profession that provides eligibility to obtain the status of a Qualified Person for the oversight of the manufacture of pharmaceutical products within the EU. The Programme requires a strong science base in pharmaceutical chemistry, pharmaceutics and drug delivery, microbiology and immunology, pharmacology and pharmacy practice. Modules are integrated, to enable students to apply their scientific knowledge to clinical practice.

B. Educational Aims of the Programme The Programme has been devised in accordance with the University's graduate attributes of programmes of study as set out in UPR TL03. Additionally this Programme aims to:

• provide a deep and systemic knowledge of the fundamental principles of biology, chemistry, physics and relevant social and behavioural sciences commensurate with pharmacy;

• develop an in depth understanding of normal and abnormal bodily function;

• enable students to apply these principles and understanding to treatment of the patient and specific situations and problems in the pharmaceutical sciences;

• develop a critical understanding of the role of the pharmacist in health care and the

pharmaceutical industry;

• provide for the acquisition of specific technical skills in laboratory experimentation, research,

and dispensing, with the ability to flexibly apply the knowledge acquired;

• develop interpersonal skills such as communication, application of information technology and

group working within the context of the profession and to the benefit of patients;

• design and undertake research, with the ability to select or critically evaluate the methodology used;

• prepare graduates for further study and/or research;

• ensure students meet the expectations of a pharmacy graduate as prescribed by the General Pharmaceutical Council.

http://sitem.herts.ac.uk/secreg/upr/TL03.htm


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C. Intended Learning Outcomes The Programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills and other attributes in the following areas. The Programme outcomes are referenced to the QAA benchmark statements for Pharmacy and the Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors for Further and Higher Education 2010 have been used as a guiding framework for curriculum design.

Knowledge and Understanding of:

Teaching/learning methods & strategies

Assessment

A1. the principles of

biochemistry, chemistry, physiology, pharmacology, genetics, molecular and cellular biology, nutrition, toxicology and experimental methods;

A2. the basis of disease and therapy in patient focused care;

A3. the chemical pharmaceutical and pharmacological properties of substances used in medicines;

A4. the processes involved in the design, formulation, analysis, manufacture, packaging, storage and marketing of medicines;

An ability to: A5. Describe and evaluate

the actions, uses and therapeutic effectiveness of medicines and medical devices;

A6. Critically review the development of medicines and their clinical use in the context of public health and the health and social care agenda;

A7. Explain the complexities of processes of drug absorption, distribution, metabolism; (biotransformation) and excretion and the application to clinical practice;

A8. Identify the targets for drug action in terms of disease agents, cells,

Acquisition of A1 to A10 and A12 is through a combination of lectures, workshops, seminars; problem based learning (PBL) group work, visits in practice, simulation techniques and assignments. A1 and A7 are supported by computer based learning packages and simulations designed by staff in the Department and also on clinical placements. A11 and A12 are acquired through laboratory classes, data and prescription interpretation exercises. A13 is achieved in the final year project module. A14 is acquired through visits in practice, simulation and the inter-professional learning modules. A feature of the Programme is the integrated case-based approach, which enables students to understand the relevance of the material studied. Inter-active learning in multi-professional groups is incorporated as appropriate into the Programme. Throughout, the learner is supported to undertake independent study, both to supplement and consolidate what is being taught / learnt and to broaden their individual knowledge and understanding of the subject. At years 1 and 2 there is more structured guidance a key resource, supporting students’ learning and giving students access to a range of electronic resources and

Testing of knowledge and understanding is through a combination of unseen examinations, laboratory reports, seminars, examinations, PBL group work, problem-solving exercises, data and prescription interpretation exercises (A1 to A12). The project (A13) is tested by the assessment of performance whilst undertaking the research, the assessment of the thesis and a poster. Performance in, simulation exercises, objective structured clinical and pharmaceutical stations (OSCPE) are summatively assessed and clinical visits (A14) are assessed by a portfolio of reflective written exercises.


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receptors, enzymes and genes and the application to clinical practice;

A9. Explain the mechanisms of drug action and quantify response;

A10. Critically review the professional responsibilities, ethical considerations and the social, philosophical and legal frameworks relevant to health care provision;

A11. Demonstrate pharmacy-related practical and laboratory skills and flexibly and creatively apply in unfamiliar contexts;

A12. Supply medicines in accordance with the legal framework, pharmaceutical knowledge and codes of professional conduct;

A13. Be able to design and report a research project in order to develop skills necessary for independent research and provide critical responses to methodologies and results;

A14. Demonstrate an awareness of health and social care systems and the application to pharmacy practice.

communication tools. The use of simulation is also a feature of the Programme. Simulation includes invited patient interviews, the use of professional ‘actor’ patients, OSCPEs and the use of the Simulation Suite. Additional support is available through the students’ academic tutor, module lead or year tutor.

Intellectual skills - able to: Teaching/learning methods & strategies

Assessment

B1. Demonstrate appropriate laboratory skills, including safe working practices;

B2. Recognise common symptoms and diseases and make appropriate ethical judgments to provide patient focused care, promote good health and effective medicines supply within a clinical governance framework;

B3. Dispense medicines

B1 is acquired through laboratory work, exercises and work placement visits. B2 B3, B4 and B5 is acquired through lectures, workshops and problem solving exercises, PBL group work, problem-solving and role-play exercises and visits. B6 is gained through laboratory classes, data interpretation exercises, evaluation of patient care plans and patient profiles and successful completion of a research project. B3 is assessed throughout the Programme in

Learning outcomes B1-6 are assessed following the Programme’s philosophy of employing a variety of assessment tools. These include written and practical examinations, presentations, group seminars, reflective essays, analytical case studies, laboratory reports as well as self and peer assessment. Assessment of skills and attributes is by both


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accurately and appropriately within legal and professional frameworks;

B4. Advise both patients and other health care professionals about medicines and their safe usage through effective professional partnerships;

B5. Demonstrate an understanding of the existence and nature of value judgments in health and social care;

B6. Demonstrate a critical approach to enquiry and a readiness to test hypotheses, interpret scientific and clinical data, and evaluate published literature in science and practice.

dispensing practical assessments and prescription based assessment exercises. Workshop exercises make a significant contribution to the acquisition of B2, B4 and B5. To acquire B6 the student is introduced to the analysis of published literature by preparing an abstract in year 2 and the evaluation and preparation of care plans and patient profiles are developed in years 3 and 4 in lectures and seminars. The completion of the project in the final year requires the skills listed in B6. Statistical analysis is introduced in year 2, developed in year 3 and reinforced in the project at year 4. Analysis, problem solving and clinical reasoning skills are introduced through case-scenarios in a number of modules and are further developed through tutorial work, laboratory work and practice placements and e-learning online. Throughout, the learner is encouraged to further develop intellectual skills by independent study, which at years 1 and 2 is more structured and directed than at years 3 and 4. Students are introduced to reflective practice in year 1 and this is developed and supported as they progress through the Programme with practice orientated reflection sessions at the end of each placement.

formative and summative assessment in laboratory classes (B1, B3); laboratory reports (B1 and B5); dispensing competency tests and evaluation of patient care though OSCPEs (B2,B3,B4,B5,B6) problem-solving exercises (B2, B4, B5); unseen examinations (B2, B5); interpretative exercises (B6); preparing abstracts (B6); seminars (B4, B4) and the Project (B2 and B6). B3 is assessed at year 2 by a summative dispensing competency practical assessment.

Practical skills - able to: Teaching/learning methods & strategies

Assessment

C1. Demonstrate appropriate laboratory skills, including safe working practices, and flexibly apply these skills to a variety of settings;

C2. Dispense medicines accurately and appropriately within legal and professional frameworks.

Practical skills are developed throughout the Programme by the methods and strategies outlined in section A. These are facilitated through scenario-based approaches to learning and teaching, supported by practical laboratory sessions, pharmacy practice simulation, small group workshops, tutorials, seminars and discussions. These skills are also developed, re-inforced and consolidated during periods of practice-based visits,

Assessment of practical skills and attributes is by both formative and summative assessment in laboratory classes; laboratory reports; problem-solving exercises; unseen examinations; interpretative exercises; preparing abstracts; seminars; analytical case studies, reflective writing, interactive practical examinations including OSCPEs, and


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together with opportunities for inter-professional learning.

through a criterion-referenced practice-based assessment; and the project.

Transferable skills - able to: Teaching/learning methods & strategies

Assessment

D1. Act with initiative in time-management and organisational skills, as evidenced by the ability to plan and implement efficient and effective modes of working;

D2. Demonstrate an ability to design and to operate within a quality management framework;

D3. Demonstrate the ability to identify and solve problems, undertaking substantial investigations;

D4. Select and apply appropriate effective communication skills, recognising the need for a variety of approaches;

D5. Critically appraise and use a range of information sources;

D6. Organise, analyse and present scientific data and intellectual argument;

D7. Demonstrate the ability to work effectively alone and as part of a team, as a team member or team leader;

D8. Demonstrate competence in numeracy and the ability to perform accurate pharmaceutical calculations;

D9. Develop the skills required for self-managed and continuing professional development

D10. Demonstrate a deep and systematic understanding of the role and application of information technology and automation in professional practice.

Although transferable skills are embedded in the constituent modules of the course, they are brought together throughout the Programme in zero credit-rated modules; Professional Development Skills (PDS) 1-4. Academic personal tutors assist their students to produce a portfolio substantiating their achievements in this area. All modules will enable students to achieve D4 and D6. D1, D6, D8 and D9 are principally assessed through assignments, laboratory classes and evaluation of care plans and patient profiles. D1 is also a feature of the research project and required to successfully complete the course. D2 is acquired through lectures, workshops and laboratory classes. D3 is an integral part of workshops, many laboratory classes, in PBL group work, and during visits in practice. D4 is acquired through assignments, project reports, PBL group project presentations and reports, poster presentations and seminars. D5 and D10 are embedded in assignments. D7 is achieved through a combination of independent work on assignments and the project and through PBL group work. The teaching of personal transferable skills (for example. guidance on how to write reports, oral communication) is built into a number of modules. Personal tutors give feedback on essays and practical reports from a number of modules to facilitate the development of skills; feedback on assignments at all levels, seminars at year 3 and the project introduction make a significant contribution to the development of these skills. The acquisition of numeracy (D8) is initiated in lectures, workshops

Testing of all transferable skills (D1 to D10) is through a combination of essays, abstracts, laboratory reports, posters, portfolios, seminars, oral presentations, PBL group reports, the project report and written examinations throughout the course. Performance in these skills is monitored by personal tutors, and contributes to PDS modules D2, D3 and D6 are assessed formatively by feedback in the laboratory, workshops and personal tutor groups and summatively in individual and group reports, poster presentations and the project. D8 is collated in PDS modules and is assessed in numerous assignments.


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and class exercises and is developed and reinforced throughout the course in laboratory classes, workshops, personal tutor meetings and the project. Numeracy competency is an essential part of the GPhC pre-registration examination the Programme reflects the need for the development of numeracy skills with critical numeracy assessments in the second and third years, and critical OSCPE stations in the second, third and final year. Students have access to the ‘Maths Drop-in Centre’. Support is also provided through the Student Support Tutor and timetabled workshops. The development of self-management skills (D1) is facilitated, and monitored, by academic personal tutors involving discussion of time management, prioritisation, study skills, revision skills and examination skills. Throughout, the student is encouraged to develop transferable skills by keeping a record of evidence, which is integrated into a portfolio of continuing professional development that is introduced at year 1 and will be used throughout the Programme. Throughout, the learner is encouraged to develop transferable skills by maintaining a record of evidence and completing a personal development plan.


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D. Programme Structures, Features, Levels, Modules, and Credits

The Programme is offered full-time (4 years) mode only and leads to the award of MPharm (Hons). Entry is at Level 4 and intake is in Semester A (September). Professional and Statutory Regulatory Bodies

Successful completion of the MPharm degree is required for a graduate to be eligible for preregistration training and subsequent registration with the General Pharmaceutical Council Programme Structure The Programme structure and progression information below (Table 1a and 1b) is provided for the Honours award. Any interim awards are identified in Table 1b. The Programme Learning Outcomes detailed above are developed and assessed through the constituent modules. Table 2 (in section 2) identifies where each learning outcome is assessed. Table 1a Outline Programme Structure Year 1 Level 4

Compulsory Modules Module Title

Modu

le C

od

e

Cre

dit P

oin

ts

Lang

uag

e o

f

Deliv

ery

% E

xam

ination

% C

ours

ew

ork

% P

ractica

l

AB

Pharmacy Practice and Medicines 1

Foundations of Pharmaceutical Chemistry Biological and Biochemical Sciences for Pharmacy Students Anatomy, Physiology and Pathology

An Introduction to Interprofessional Education Professional Development Skills 1

4LMS0022

4LMS0021 4LMS0020 4LMS0024 4NMH1032 4LMS0023

30 30

30

15 15 0

English English

English

English English

English

50 50

50

50 0 0

50 40

50

50 100

100

10

AB AB

AB

B A

AB

Progression to Year 2 requires a minimum of 120 credits at Level 4 and passes in all modules in the first year. Year 2 Level 5


Modu

le C

od

e

Cre

dit P

oin

ts

Lang

uag

e o

f

Deliv

ery

% E

xam

ination

% C

ours

ew

ork

% P

ractica

l

AB

Pharmacy Practice and Medicines 2 5LMS0019 30 English 50 35 15 AB

Pharmaceutical Chemistry and Analysis 5LMS0017 30 English 50 50 AB

Pharmacotherapeutics 1 5LMS0018 30 English

50

50

50

50 A

Pharmacotherapeutics 2 5LMS0016 30 English 50

50

50

35 English

50

50

15 B

Professional Development Skills 2 5LMS0020 0 English 0 100 AB


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Progression to Year 3 requires a minimum of 120 credits at level 5 and passes in all second year modules. Progression to Year 3 requires a pass in the Dispensing Practical Assessment (Dispensing Competence) and Extemporaneous Preparation Dispensing Test which are in Pharmacy Practice and Medicines 2 5LMS0019. In Pharmacy Practice and Medicines 2 5LMS0019 there is an OSCPE examination in which there are critical fail elements. The critical fail elements cover issues of patient safety and pharmacy law. Students who do not demonstrate competence in the critical fail elements will not successfully complete Pharmacy Practice and Medicines 2 5LMS0019. Year 3 Level 6


Modu

le C

od

e

Cre

dit P

oin

ts

Lang

uag

e o

f

Deliv

ery

% E

xam

ination

% C

ours

ew

ork

% P

ractica

l

AB

Pharmacy Practice and Medicines 3 6LMS0019 30 50 40 10 AB

Drugs and Medicines Development 6LMS0018 30 English 50 50 AB

Law, Ethics and Social Science 6LMS0020 30 English 50 50 A

Research Methods 6LMS0017 15 English 0 100 B

Enhancing Health and Social Care through Interprofessional Practice

6AHP1016 15 English 0 100 B

Professional Development Skills 3 6LMS0021 0 English 100 B

Progression to Year 4 requires a minimum of 120 credits at Level 6 and passes in all third year modules. Progression to Year 4 requires a pass in the Law, Ethics and Social Science examination with a pass mark of at least 50% and is not compensatable In Pharmacy Practice and Medicines 3 6LMS0019 there is an OSCPE examination in which there are critical fail elements. The critical fail elements cover issues of patient safety and pharmacy law. Students who do not demonstrate competence in the critical fail elements will not successfully complete Pharmacy Practice and Medicines 3 6LMS0019. Also within the Pharmacy Practice and Medicines 3 6LMS0019 module there is an aseptic technique assessment in which students must demonstrate competence. Students who do not demonstrate competence after a referral opportunity do not complete the module. Progression to Year 4 also requires demonstration of competence in the numeracy competence test in Professional Development Skills 3.

Year 4 Level 7


Modu

le C

od

e

Cre

dit P

oin

ts

Lang

uag

e o

f

Deliv

ery

% E

xam

ination

% C

ours

ew

ork

% P

ractica

l

AB

Pharmacy Practice and Medicines 4 7LMS0061 30 English 50 50 B

Project 7LMS0062 45 English 0 100 A

Public Health and Patient Safety 7LMS0059 30 English 50 50 B

Professional Development Skills 4 7LMS0058 0 English 0 100 AB


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Optional Module Titles

Modu

le C

od

e

Cre

dit P

oin

ts

Lang

uag

e o

f

Deliv

ery

% e

xam

inatio

n

% c

ours

ew

ork

% P

ractica

l

Sem

este

rs

Mental Health 7PHA0019 15 English 50 50 A

Topics in Medicines Design 7LMS0063 15 English 0 100 A

Pharmacotherapeutics in Practice 7PHA1021 15 English 0 100 A

Industrial Pharmaceutics 7PHA0018 15 English 50 50 A

Topical Therapeutics 7PHA1037 15 English 0 100 A

Topical Therapeutics- distance learning 7PHA1048 15 English 0 100 A

Advanced Pharmaceutical Analysis 7PHA1002 15 English 50 50 A

Travel Health 7PHA1027 15 English 50 50 A

Complementary Therapies Pharmaceutical Forensics

7PHA1004 7LMS0097

15 15

English English

50 0

50 100

A A

The choice of optional modules offered to students will vary from year to year.

In year 4 students must complete 120 credits to complete their master’s degree. In Pharmacy Practice and Medicines 4 7LMS0061 there is an OSCPE examination in which there are critical fail elements. The critical fail elements cover issues of patient safety and pharmacy law. Students who do not demonstrate competence in the critical fail elements will not successfully complete Pharmacy Practice and Medicines 4 7LMS0061.

Honours classification The University has approved structure and assessment regulations common to all programmes. Full details are provided in UPR AS14, Section D. The Master of Pharmacy degree is a professional degree Programme accredited by the General Pharmaceutical Council. In order to graduate with an MPharm honours degree students must obtain 120 credits in each academic year, passing each module in the academic year. Pharmaceutical Health Sciences (BSc) classification or Pharmaceutical Health Sciences (BSc (Hons)) is dependent on the number of modules successfully completed. The University has approved structure and assessment regulations common to all undergraduate programmes. Students not progressing to the final MPharm award, who are eligible for the BSc in Pharmaceutical Health Sciences, may enroll on other appropriate modules in agreement with the Programme Tutor and CAT Tutor. This is dependent on which modules the student has successfully completed. Table 1b Final and interim awards available The Programme provides the following final and interim awards: Interim awards available:

Award Minimum requirements Available at end of Year

University Certificate in Pharmaceutical Health Sciences

45 credit points at Level 4 1

Certificate of Higher Education in Pharmaceutical Health Sciences

120 credit points at Level 4 1,2

University Diploma in Pharmaceutical Health Sciences

180 credit points including at least 60 at Level 5

2,3

University Diploma of Higher Education in Pharmaceutical Health Sciences

240 credit points including at least 120 at Level 5

2,3

http://sitem.herts.ac.uk/secreg/upr/pdf/AS14-Structure%20and%20Assessment%20Regs%20-%20Undergrad%20and%20Taught%20Postgrad%20Programmes-v04%200.pdf


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BSc in Pharmaceutical Health Sciences*

300 credit points including 180 at Level 6/5 of which at least 60 must be at Level 6

3

BSc (Hons) in Pharmaceutical Health Sciences*

360 credit points including 240 at Levels 6/5 of which (at least 120 must be at Level 6 or 7)

3,4

*NOTE: This award does not entitle the recipient to register with the GPhC

Final exit award:

MPharm (Hons) 120 credit points at each Level of study in Levels 4, 5, 6 and 7. All compulsory modules on the Programme must be completed.

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The terms ‘pharmacy’ and ‘pharmacist’ are protected in the United Kingdom and cannot be applied to qualifications that do not lead to potential registration with the GPhC.

E. Support for students and their learning

Students are supported by;

An induction week at the beginning of the academic session;

An extensive Learning Resources Centre, incorporating a library and computer centre;

On-line information and learning materials and support through the University’s Managed Learning Environment – Studynet – a University-wide set of systems and tools for educational delivery;

Student handbooks;

A Programme Tutor and Year Leads to help students understand the course structure;

A Department Administrator to help with module registration, liaison with local authorities and examination arrangements and results;

Academic tutor throughout the Programme to provide academic support and advise on pastoral support;

A Student Support Tutor to monitor student performance and help students to receive appropriate and adequate support in areas including, English, numeracy and practice;

Module Co-ordinators to help students understand the aims, outcomes and organisation of the modules;

A project tutor at Year 4;

The Placements Office to co-ordinate visits and to support students during their visits and placement;

Further support during work visits is provided by the clinical development lead and the module lead in the relevant Pharmacy Practice and Medicines Module;

Student representatives on Programme committees;

A substantial Student Services Centre that provides advice on issues such as finance, University regulations, legal matters etc.;

A student counseling service.

An Accommodation Office.

A Mathematics Drop-in Centre.

Access to a School Disabled Student Tutor and access to assessment for validated learning support.

Student representatives on Programme committees.

The Students' Union.

The Sports Village. F. Entry requirements The normal entry requirements for the Programme are:


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Five GCSEs at grade B or above, including English language and Mathematics, and either: Science Double Award or Biology, Physics and Chemistry (or equivalent). and either: three passes at GCE A2 (not including General Studies), including Chemistry or equivalent (grade B) and at least one other science (minimum at grade B) or: a minimum of 12 units at Advanced GCE or Vocational A Level based on 6-unit or 12-unit awards plus an additional A Level, ideally in another science or mathematics. Units should include two science 6-unit awards in biology and/or chemistry. or: International Baccalaureate require an overall diploma score of 28 (348 UCAS points) including chemistry and another science (mathematics, physics or biology) at higher level grade 5. or: Scottish Highers and CSYS require 340 UCS Tariff points including Higher Level Chemistry at B grade and a Higher in another science subject (mathematics, physics or biology) at a B grade or Irish Leaving Certificate require an overall UCAS tariff score of 340 points (from at least 6 subjects) with a B1 in chemistry and a B1 in another science (mathematics, physics or biology) both at higher level or: An equivalent qualification to those listed above or: A degree in a different science discipline, with a degree classification of upper second or first class. The entry tariff will normally be a minimum of 340 UCAS tariff points or equivalent. Applicants will also be interviewed prior to selection. Mature students (21+) are encouraged to apply and will be considered for entry by the admissions team. Students who do not meet the required entry qualifications may be considered for a place on the initial Foundation Year offered at North Hertfordshire College. These students are able to apply for admission onto the MPharm Programme and academic performance and interview performance are considered prior to an offer being made. In addition

students must be medically fit to undertake the Programme (including work visits) and students will therefore undergo an occupational health assessment. Students with disabilities are considered on an individual basis, all students must be potentially capable of demonstrating the competencies required by the governing body and the learning outcomes of the Programme.

in order to comply with the Rehabilitation of Offenders Act 1974 (exceptions) Order 1975, students will therefore be required to undergo enhanced clearance checks by the Disclosure and Barring Services (DBS) followed by annual checks; entry onto the Programme is subject to a satisfactory self-disclosure and enhanced DBS check

students will be required to meet any requirements associated with the General Pharmaceutical Council’s Code of Conduct For Pharmacy Students and Student Fitness to Practise Procedures in Schools of Pharmacy.

students who do not have English as their first language are required to demonstrate an overall IELTS (International English Language Testing) score of 6.5 (with no individual components scoring less than 6) or equivalent.

The Programme is subject to the University's Principles, Policies, Regulations and Procedures for the Admission of Students to Undergraduate and Taught Postgraduate Programmes and will take account of University policy and guidelines for assessing accredited prior certificated learning (APCL) and accredited prior experiential learning (APEL)


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Section 2 Programme management

Relevant QAA subject benchmarking statements Pharmacy Date of validation/last periodic review March 13 Date of production/ last revision of PS March 13 Relevant intakes Level 4 entering September 2015 Administrative School School of Life and Medical Science

Table 3 Course structure

Course details

Course code Course description JACS

HHMPHA MPharm (Hons) B230

Course Instances

Instances code

Intake

Stream Instances Year

Location: Mode of study

MSPHA1F A Pharmacy

1 Hatfield Full-time

MSPHA2F A Pharmacy


MSPHA3F A Pharmacy


MSPHA4F A Pharmacy


The programme is managed by;

the Head of Department has overall responsibility for programmes in the Department;

a Programme Tutor who is responsible for the day to day management;

an Admissions Tutor, with specific responsibility for open days and selection;

a work visits Tutor who co-ordinates practice-based education and develops new placement sites;

a designated Administrator to deal with day to day administration associated with the Programme;

module leaders who are responsible for individual modules;

year leads who are responsible for a specific year in the Programme;

the Programme Committee.

Programme-specific assessment regulations The programme is compliant with the University's academic regulations (UPR AS11, UPR AS12 or UPR AS13, UPR AS14) with the exception of those listed below, which have been specifically approved by the University: The Programme-specific regulations include specifications necessary in order to satisfy the General Pharmaceutical Council (GPhC) that students graduating from the Programme are fit to enter pre-registration training. The GPhC provide guidance, ‘Future pharmacists: Standards for the initial education and training of pharmacists’.

http://sitem.herts.ac.uk/secreg/upr/AS11.htm





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Standard 5.9 of the GPhC document ‘Future pharmacists: Standards for the initial education and training of pharmacists’ states: Academic regulations must be appropriate for a degree that is both academic and professional and which may lead to further professional training. As a general principle, all assessments must be passed. This means that condonation, compensation, trailing, extended re-sit opportunities and other remedial measures should be extremely limited, if they are permitted at all. MPharm degree academic regulations may be more stringent than university norms. This may include higher than usual pass marks for assessments demonstrating knowledge and skills essential to safe and effective pharmacy practice. Further points of clarification and interpretation relevant to this specific Programme are given below:

480 credit points (120 at each of the four years) must be obtained in order to graduate with an MPharm degree.

A pass in Professional Development Skills 1 4LMS0023 is required for students to progress to the second year, including the completion of a professional portfolio.

Professional Development Skills 2 5LMS0019 is required for students to progress to the third year, including the completion of a professional portfolio.

A pass in Professional Development Skills 3 6LMS0021 is required for students to progress to the fourth year, including the completion of a professional portfolio.

Students must complete Professional Development Skills 4 7LMS0058 to the satisfaction of the module lead in order to complete their master’s degree.

No compensation is permitted between modules and no final compensatory credit is permitted on the MPharm Programme or interim awards.

Students are required to complete/attend all aspects of theory and practice. Absence must be made up to the satisfaction of the Module Leader for the student to complete the module successfully. Students who do not meet the requirements may not be eligible for referral. Students who do not meet attendance requirements will receive an academic penalty.

At each academic level, a student will normally be required to have passed 60 credits (at first attempt and /or referral) to be permitted a re-enrolment opportunity.

A student must normally gain the MPharm award within 6 years of registration on the Programme.

Students are permitted a maximum of three attempts (over two academic years) in the Law, Ethics and Social Science 6LMS0020 module examination. There is no referral opportunity for a student who has re-enrolled on the module.

Students are permitted a maximum of three attempts (over two academic years) in Dispensing Competency assessment which is part of Pharmacy Practice and Medicines 2 5LMS0019. There is no referral opportunity for a student who has re-enrolled on the module.

In year 4 option modules the minimum mark for compensation between examination and coursework, to be considered by the Examination Board, is 45% in any component provided the overall module mark is 50%.

Other sources of information Definitive Module Documents

Module Guides

Student Handbook

Programme Specification website: http://perseus.herts.ac.uk/uhinfo/administration/aqo/programmes/programmes.cfm

University of Hertfordshire Prospectus website: http://perseus.herts.ac.uk/prospectus/prospectus_home.cfm

QAA Benchmark Statement website: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014)

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies

External Quality Review report website:

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VT8b6ZNH50F


17

http://www.qaa.ac.uk/revreps/inst_reports.asp?instID=H-0060

Professional or Statutory Regulatory Body information: General Pharmaceutical Council www.pharmacyregulation.org

Royal Pharmaceutical Society http://www.rpharms.com

Teaching Quality Information (TQI) website: http://www.hero.ac.uk/uk/home/index.cfm

University of Hertfordshire Academic Quality Office website: http://perseus.herts.ac.uk/uhinfo/administration/aqo/general/aqo.cfm

Structure & Assessment Regulations - Undergraduate & Taught Postgraduate Programmes, UPR AS14:

http://sitem.herts.ac.uk/secreg/upr/

Learning and Teaching Policy and General Educational Aims, UPR UPR TL01: http://sitem.herts.ac.uk/secreg/upr/

Admissions - Undergraduate & Taught Postgraduate Students, UPR SA03: http://www.herts.ac.uk/secreg/upr/

Academic Quality, UPR AS17: http://www.herts.ac.uk/secreg/upr/

Regulations and advice for students' particular attention – index (UPR SA07): http://www.herts.ac.uk/secreg/upr/

School of Life and Medical Sciences policies and procedures including academic misconduct, criminal record policy, fitness to practice, confidentiality policy, student complaints re the quality of student learning experience in practice

Future Pharmacist-Standards for the initial training and education of pharmacists http://pharmacyregulation.org/initial-training

Other information relevant to the Programme The design and structure of the Programme requires students to use StudyNet to facilitate and enhance their learning. Academic staff can post news items, web links and data files (for example Word, PowerPoint, Excel, MPEG files; podcasts; electronic voting systems) directly to a module level database. Formative assessments such as essays and quizzes can also be posted. StudyNet links to the electronic resources of the University’s Learning Resources Centres. Students can and are encouraged to participate in the discussion facility as well as post material they produce for seminars and they can access StudyNet via any internet connection. StudyNet is a key resource for students whilst on practice-based placement and interprofessional group work is facilitated through this medium.

University policies relevant to the Programme The University undertakes to use all reasonable endeavors to deliver, assess and administer this Programme in accordance with this Programme Specification. At the same time it is recognised that it is in the nature of academic developments that changes, for example to the structure, curriculum, and assessment of a Programme may be necessary in order to ensure that the Programme remains up to date, in response to issues raised as a result of on-going monitoring and evaluation, and/or in order to conform to new regulatory requirements imposed by this institution, by professional or statutory bodies, or by national or governmental bodies. The Programme operates within the guidelines and policies relating to equal opportunities and environmental issues which may be agreed from time to time by the Board of Governors and/or the Academic Board of the University. Where the Programme is offered in collaboration with another institution these policies and guidelines will normally be those of the partner institution.

http://pharmacyregulation.org/initial-training


18

The Programme operates in accordance with the University's Regulations Governing Studies Involving the Use of Human Subjects (UPR RE01) agreed from time to time by the Academic Board of the University. However, where the programme is offered in collaboration with another institution (for example through a franchise arrangement for all or part of the Programme) then specific approval must be obtained from the University for the operation of the Programme within ethical guidelines prepared by the partner institution. The partner institution will be responsible for all insurance liability in connection with the observance of ethical guidelines.

Signed …………… Date……8 June 2015

Philomena Shaughnessy Associate Dean of School (Academic Quality Assurance)

If you wish to receive a copy of the latest Programme Annual Monitoring and Evaluation Report (AMER) and/or the External Examiner’s Report for the programme, please email a request to [email protected]

http://sitem.herts.ac.uk/secreg/upr/RE01.htm

mailto:[email protected]

Master of Pharmacy (MPharm)

Table 2: Development of Programme Learning Outcomes in the Constituent Modules The map on the following page identifies where the Programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understanding how individual modules contribute to the Programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their own learning, personal and professional development as the Programme progresses. Key to the table follows the table

V1.9/Master’s Programme Specification/ April 2015/ AS

© University of Hertfordshire 2014 20

PPM1 FPC BB APP IPE1 PDS1 PPM2 PCA PTH 1&2

PDS2 PPM3 DMD LESS RM IPE3 PDS3 PPM4 Project PHPT

Know

ledge a

nd u

nders

tandin

g o

f:

A1 √ √ √ √ √ √ A2 √ √ √ √ √ √ √ A3 √ √ √ √ √ √ √ √ A4 √ √ √ √ A5 √ √ √ √ √ √ √ A6 √ √ √ √ √ A7 √ √ √ √ √ √ A8 √ √ √ √ √ A9 √ √ √ √ √ A10 √ √ √ √ √ √ √ √ √ √ √ √ √ A11 √ √ √ √ √ √ √ √ A12 √ √ √ √ √ A13 √ √ A14 √ √ √ √ √ √

Inte

llectu

al skill

s –

able

to:

B1. √ √ √ √ √ √ √ √ B2. √ √ √ √ B3. √ √ √ B4. √ √ √ √ √ B5. √ √ √ √ √ √ √ √ B6. √ √ √ √ √

Pra

ctical

skill

s –

able

to: C1. √ √ √ √ √ √ √ √

C2. √ √ √ √

Tra

nsfe

rable

skill

s –

able

to:

D1. √ √ √ √ √ √ D2. √ D3. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ D4. √ √ √ √ √ D5. √ √ √ √ √ √ √ √ √ D6. √ √ √ √ √ √ √ √ √



Table 2: Development of Programme Learning Outcomes in the Constituent Modules This map identifies where the Programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understanding how individual modules contribute to the Programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their own learning, personal and professional development as the Programme progresses.

Key to Programme Learning Outcomes Deep and systematic understanding of: A1 the principles of biochemistry, chemistry, physiology, pharmacology, genetics, molecular and cellular biology, nutrition, toxicology and experimental methods; A2 the basis of disease and therapy in patient focused care; A3 the chemical pharmaceutical and pharmacological properties of substances used in medicines; A4 the processes involved in the design, formulation, analysis, manufacture, packaging, storage and marketing of medicines; An ability to: A5 Describe and evaluate the actions, uses and therapeutic effectiveness of medicines and medical devices; A6 Critically review the development of medicines and their clinical use in the context of public health and the health and social care agenda; A7 Explain the complexities of processes of drug absorption, distribution, metabolism; (biotransformation) and excretion and the application to clinical practice; A8 Identify the targets for drug action in terms of disease agents, cells, receptors, enzymes and genes and the application to clinical practice; A9 Explain the mechanisms of drug action and quantify response; A10 Critically review the professional responsibilities, ethical considerations and the social, philosophical and legal frameworks relevant to health care provision ; A11 Demonstrate pharmacy-related practical and laboratory skills and flexibly and creatively apply in unfamiliar contexts; A12 Supply medicines in accordance with the legal framework, pharmaceutical knowledge and codes of professional conduct; A13 Be able to design and report a research project in order to develop skills necessary for independent research and provide critical responses to methodologies and results; A14 Demonstrate an awareness of health and social care systems and the application to pharmacy practice. Intellectual skills – able to: B1. Demonstrate appropriate laboratory skills, including safe working practices;

D7. √ √ √ √ √ √ √ √ √ √ √ √ √ D8. √ √ √ √ √ √ √ √ √ √ √ √ D9. √ √ √ D10. √ √ √ √ √



B2. Recognise common symptoms and diseases and make appropriate ethical judgments to provide patient focused care, promote good health and effective medicines supply within a clinical governance framework; B3. Dispense medicines accurately and appropriately within legal and professional frameworks; B4. Advise both patients and other health care professionals about medicines and their safe usage through effective professional partnerships; B5. Demonstrate an understanding of the existence and nature of value judgments in health and social care; B6. Demonstrate a critical approach to enquiry and a readiness to test hypotheses, interpret scientific and clinical data, and evaluate published literature in science and practice.

Practical skills – able to:

C1. Demonstrate appropriate laboratory skills, including safe working practices, and flexibly apply these skills to a variety of settings; C2. Dispense medicines accurately and appropriately within legal and professional frameworks. Transferable skills – able to:

D1. Act with initiative in time-management and organisational skills, as evidenced by the ability to plan and implement efficient and effective modes of working;

D2. Demonstrate an ability to design and to operate within a quality management framework; D3. Demonstrate the ability to identify and solve problems, undertaking substantial investigations; D4. Select and apply appropriate effective communication skills, recognising the need for a variety of approaches; D5. Critically appraise and use a range of information sources; D6. Organise, analyse and present scientific data and intellectual argument; D7. Demonstrate the ability to work effectively alone and as part of a team, as a team member or team leader; D8. Demonstrate competence in numeracy and the ability to perform accurate pharmaceutical calculations; D9. Develop the skills required for self-managed and continuing professional development D10. Demonstrate a deep and systematic understanding of the role and application of information technology and automation in professional practice. .

PPM1 Pharmacy Practice and Medicines 1

FPC Foundations of Pharmaceutical Chemistry

BB Biological and Biochemical Sciences for Pharmacy Students

APP Anatomy, Physiology and Pathology

IPE1 An Introduction to Inter-Professional Education

PDS1 Professional Development Skills 1


PCA Pharmaceutical Chemistry and Analysis

PTH 1&2 Pharmacotherapeutics 1 and 2





DMD Drugs and Medicine Development

LESS Law, Ethics and Social Science

RM Research Methods

IPE3 Enhancing Health through Inter-Professional Education

PDS3 Professional Development Skills3


Project Project

PHPT Public Health and Patient Safety
